In Japan, the tendency of the decreasing birth rate and an aging population has remarkably occurred recently. So the average age of the president of the medium and small Company reaches to around 70. Therefore, many company has to close a business without any succession in spite of a strong assistance from the administration. Since an efficient assistance measure from the government is not yet completed currently, we have to build a correspondence policy as to the matching way of the current president and successor, a tax system and the company law etc. In this connection, considering the personal aspect and the attitude between the current president and a successor, a psychological and an emotional attention become very important. In this study, I first refer to the precedence study of the family business in U.S.A.(especially the three circle model). Finally I want to strongly present the business assistance method by means of the 5 step business assistance procedure established my personal business experience and business consultant activity.

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The aging of the executive officer on a small and medium size enterprises has accelerated due to the environment change by a decreasing birth rate and aging population. In this connection, the number of a small and medium size enterprises has decreased for not encouraging the successor and the choosing M&A and closing business. Although the government and an administration enforced the business succession, the study of the business succession and encouraging the successor are not enough. In this study, I would like to investigate the encouragement the successor at the family business which occupy the most of a small and medium size enterprises. And furthermore, it will lead to the permanence and the continuance of a small and medium size enterprises.

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本研究では，社会的事象の本質を捉える思考の促進を目的に，中学校社会科で実験授業を実施し，その効果を検討した．学習内容を「具体的事実」「個別的本質」「普遍的本質」に構造化し，単元内に「複数の具体的事実を関連づけて共通点を探究する過程」「その社会的事象の持つ，他事象にも活用可能な性質を考察する過程」を組織した．その結果，複数の具体的事実を把握し，その共通点を探究することで個別的本質の理解が促進されること，そこで把握された個別的本質のうちのどの性質が近接領域の他事象にも適用可能かを検討することで普遍的本質の理解が促進される可能性が示された．上記の過程では，「①個人での多様な探究→②クラス全体での多様な思考の関連づけ→③そこで関連づけられた思考を生かした個人探究」という協同的・探究的な学習過程が組織され，①③で多くの情報を関連づけた生徒の中に普遍的本質の理解を達成する者が現れることが示唆された．

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